The Science of Reading December 12, 2018 Literacy How, Inc. 1 Most

The Science of Reading December 12, 2018

The Science of Reading: Evidence-based Reading Instruction Our Mission is to EMPOWER TEACHERS for Students with Dyslexia to ensure that every child learns to read by third grade. Margie Gillis, Ed.D. President, Literacy How, Inc. Research Affiliate, Haskins Laboratories at Yale Our model is research based. Colorado Reading Forum Our approach is values driven. December 12, 2018 © Literacy How, 2018

Most Children in Our Country Read Below Grade Level

Literacy is the language of opportunity. 64% of the Nation’s 4th graders read below grade level. Children are at the heart of all we do. We believe that every child has the right to read. Yet 95% of ALL children can learn to read! (Torgesen, 2004) We know that 95% can be taught to read. http://nces.ed.gov/nationsreportcard/naepdata/ We believe that teachers—not programs or products—teach students to read, write and spell.

So we empower teachers with the best ways to teach.

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Colorado and National NAEP 4th Gr Trend Scores

National Assessment of Educational Progress (NAEP) 40% (CO) vs. 36% (US) of our students are reading on grade level

Why Focus on Prevention & Early Intervention??

• 88% of students reading poorly at the end of first grade will read poorly at the end of the fourth grade. • Unless effective reading instruction is provided, students reading poorly at the end of the fourth grade will have reading difficulties for the rest of their lives! • Effective prevention programs demand shared responsibility and a common language. • Teachers need to learn the science of teaching reading to ensure that all children learn to read to succeed in school and in life! © Literacy How, 2018 Literacy How, Inc.

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Today’s Learning Objectives

1. To present the science of the reading brain 2. To explain evidence-based instruction for all students, including those with dyslexia 3. To define and describe the core components of comprehensive literacy (phonemic awareness, phonics (decoding and encoding/spelling), reading fluency, vocabulary, text comprehension (syntax too!) THE NEUROBIOLOGY OF and written expression (and dispel a few READING myths)

The Science of Teaching Reading The First Literacy How Reading Wheel National Reading Panel Report (2000) Reading is complex!!! Teaching reading successfully requires a teacher who understands the reading process, assessment, 5 Big Ideas: and different forms of instruction to ensure that instruction is comprehensive and successful. • Phonemic Awareness Teachers must know which programs are based upon solid evidence-based principles and are effective, and which • Phonics programs are based on (incorrect) beliefs, philosophies, anecdotes, and untested assumptions. • Fluency • Vocabulary One rule of thumb is that ‘the more difficulties kids are having with learning to read, the more systematic and direct the • Comprehension instruction must be.’ Reid Lyon, 2008 © Literacy How, 2018 © Literacy How, 2018

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Myth: Reading is Natural Reality Reading print is as natural as reading faces. Learning to read is NOT natural. Learning to read should be as natural as Our brains are wired for oral language but any other comprehensible aspect of existence. reading is a relatively new cultural invention. Therefore, children must be taught explicitly Frank Smith, 2003 and systematically to apply the code -- not in a Corollary to this: If you can read, you can teach kill and drill mentality that may have been someone to read. applied in olden days, but in an interactive, developmentally-appropriate, and engaging manner.

The Reading Brain Early Brain Development: Everything Matters! All students need to know “Each new reader comes to • Visual and auditory the structure of English – reading with a ‘fresh’ brain -- development that is, our language is one that is programmed to • Cognitive speak, see, and think, but not based on an alphabet development read. Reading requires the (phonemic) and meaning • Language brain to rearrange its original (morpho). English is parts to learn something new.” development morphophonemic. (Maryanne Wolf) Example: health is • Social development pronounced /h/ /e/ /l/ • Emotional “Teaching reading is rocket /th/ but is spelled with an development science.” ea because it has the root (Louisa Moats) Maryanne Wolf, 2009 heal in it. © Literacy How, 2018

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Areas of the Brain Neurobiology of Dyslexia Used for Reading Articulation/Word analysis Interior frontal gyrus Phoneme processing [S/S] Parieto-temporal

Visual Word – Fluent Orthographic memory Occipito-temporal

Typical Readers © Literacy How, 2018 Dyslexic Readers © Literacy How, 2018

White Matter Pathways Dyslexia

• Is a language-based problem • Does not mean seeing things backwards • Exists across all levels of intelligence • Is not caused by a lack of motivation • Occurs at all socioeconomic levels • Occurs slightly more often in boys than in girls • May develop even with good classroom instruction • Often occurs with other disorders

Moats and Dakin, 2008

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At Risk Reader The Simple View of Reading Left Hemisphere Right Hemisphere (Gough & Tunmer, 1986) LC X D = RC

Kindergarten

1st Grade

Simos et al © Literacy How, 2018

Simple View of Reading (D x LC = RC) LC (Gough & Tunmer, 1986) Phonological Skills Poor Word Reading Good Word Reading Poor Mixed Reading Specific Comprehension Disability Comprehension (weak phonological Deficit Nonphonological D Language processing AND (weak vocab, morphology, comprehension-related syntax, discourse-level Skills RC issues) processing & comp strategies) Good Dyslexic/RD Birth - K 1 2 3 4 5 6 7 8 Comprehension (phonological processing Skilled readers problems - including difficulties with decoding Source: Neuman, Susan B. and Dickinson, David K., “Handbook of Early and encoding) Literacy Research” Adapted from the work of Hollis Scarborough, 2001 © Literacy How, 2018

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Students with Reading Difficulties: A Continuum of Severity ….

Mild Moderate Severe

…that requires a continuum of instruction

Tier 1 Tier 2 Tier 3 …and increasing amounts of teacher knowledge and expertise

High Higher Highest

Research-based vs. Evidence- based Research-based means that the program or instructional approach is based on what research has demonstrated that works. If we want to know if that program/approach is effective, evidence must be gathered using that WHAT IS EVIDENCE-BASED specific program/approach. If that evidence shows that the program/approach is effective, INSTRUCTION? then we can call that practice evidence-based. The Voice of Evidence, McCardle and Chhabra, 2004

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What does evidence-based mean? An intervention that is supported by evidence from well-conducted research studies (4 criteria): • Uses a sound design (comparison group) • Based on high quality data analysis • Peer-reviewed (other researchers review the study) • Converging evidence (these findings are consistent with other studies) According to ESEA, and amended by ESSA, it is an intervention, tool, or practice that meets one of the following 4 evidence levels

Reading Intervention What is intensive intervention?

Instructional approaches and programs designed to Intensive intervention is designed to address either prevent or remediate persistent reading severe and persistent learning or behavior difficulties Prevention programs focus on at risk children with difficulties. Intensive interventions should be: limited amounts of crucial reading-related (a)Driven by data knowledge, skills and experience at school entry. (b)Characterized by increased intensity (e.g., Remedial programs target students who are failing to make adequate progress in learning to read. smaller group, expanded time) and individualization of academic instruction Tunmer, 2008 http://ies.ed.gov/ncee/wwc/aboutus.aspx and/or behavioral supports

http://www.intensiveintervention.org © Literacy How, 2018

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Differentiate: One Size Does Not Rubric for Evaluating K-5 ELA Materials Fit All Three profiles of students who struggle: 1. Students with phonologically-based reading difficulties who need to focus on accurate and automatic word recognition (i.e. dyslexia) 2. Students with language comprehension-based reading difficulties who need to focus on oral language and vocabulary. 3. Students who have difficulties with both word recognition and language comprehension Each profile may have different causes (e.g., LD/dyslexia, inadequate https://files.eric.ed.gov/fulltext/ED571866.pdf instruction, limited exposure to English language and literacy). The Power of RTI and Reading Profiles (2014), Spear-Swerling © Literacy How, 2018

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Key Questions About the Standard Treatment Protocol Secondary Intervention • A single, consistent intervention is used § Has the student been taught using an evidence- • This ensures accurate implementation – that is, based secondary intervention program (if available) treatment fidelity. that is appropriate for his or her needs? • The interventionists must receive comprehensive § Has the program been implemented with fidelity? training. • Content • ‘They also need to receive ongoing support and • Dosage/schedule professional development while delivering the • Group size standard treatment protocol procedures to § Has the program been implemented for a sufficient ensure that the intervention is delivered amount of time to determine response? correctly.’ http://www.intensiveintervention.org © Literacy How, 2018 © Literacy How, 2018

Establish a Menu of Interventions (an EXAMPLE) Problem-Solving Approach Phonemic Phonics Fluency Vocabulary Text Awareness Comprehensi The student intervention teams meet to discuss on what will work best for the individual student. This Road to the Guided Repeated Intentional Text team will use a menu of intervention options that Code reading w/ Reading word selection Structure decodable SGM/Braidy begins with assessment data that is diagnostic in text nature so that the student will receive an Say It and Lexia Words and Word Heroes Questioning intervention that is matched to his/her profile and Move It Phrases the Author academic needs. Phoneme Phoneme RAVE-O Lexia Reciprocal ‘… the quality of the instruction depends on the Grapheme Grapheme Teaching skills, knowledge, and training of the team Mapping Mapping (Strategies) personnel who plan each individualized program.’ LiPS Word Sorts Read Word Gen Making http://iris.peabody.vanderbilt.edu/module/rti01- Naturally Meaning overview/cresource/q2/p05/ Wilson

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Structured Literacy Instruction Includes Two Important Components Structured Literacy Instruction • Elements of language are taught to address the language basis of the LD/RD – for example, sounds and symbols, meaning • Elements of (semantics), and sentence structure (syntax). language • Principles of instruction that guide how the • Principles of elements are taught (for example, explicit, instruction cumulative, and diagnostic teaching).

https://dyslexiaida.org/effective-reading-instruction/

Principles of Structured Literacy Principles of Instruction • Explicit: Deliberate teaching of all concepts with continuous student-teacher interaction • Systematic: Material follows the logical order of the language from easier to more difficult and each skill/step requires mastery before moving on • Cumulative: Each step is based on previously learned concepts • Diagnostic: Instruction is individualized based on formal and informal data including observation of reading behaviors • Prescriptive: Scaffolds used to manage the level of difficulty and corrective feedback is given so students know how monitor their reading errors

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Present Information Using More Elements of Structured Literacy Than One Modality

§ Speak and write/draw/project information as you present it. § Repeat important instructions, key words, etc. § Model procedures to provide students with a visual image of the steps. § Teach students to visualize information in text, including stories, word problems, etc.

National Center on Intensive Intervention © Literacy How, 2018

• Phonology-say bloom Now say it again, but Structured Literacy don’t say /m/….don’t say /l/ Interventions • Sound-Symbol-How many sounds in the These interventions use an approach that includes following word? How many letters represent several important characteristics: those sounds? • Data-driven • Syllables- literacy • Diagnostic and prescriptive • Morphology- intro spect ive • Explicit and direct • Semantics- Here are tips that safety experts • Language-based say could help you survive some tight spots. • Multisensory with Immediate corrective feedback • Syntax- The dog who ran to the kitchen door • Sequential and cumulative and who barked furiously at the cat had thick • Systematic

dark brown fur. © Literacy How, 2018 © Literacy How, 2018

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4 Types of Assessments TYPE DESCRIPTION/USE PURPOSE Outcome Evaluate success of a program or a “Reaching our (Summative) school based on student performance goals” Formal after instruction is completed (standardized).

Universal Screening Identify students who need more intense “First Alert” (Formative) assessment to determine the potential for Formal intervention. External benchmarks or norms are used.

Progress Monitoring Determine student progress over time as “Growth Charts” (Formative) compared to a validated trajectory and to Formal plan differentiated instruction.

Diagnostic Understand student performance in “In-depth View” (Formative) authentic context, especially to inform Formal or informal instruction and intervention strategies. These are most closely aligned with instruction. © Literacy How, 2018

THE CORE COMPONENTS OF COMPREHENSIVE LITERACY

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Comprehensive Literacy Instruction The Literacy How Reading Wheel NRP (2000) Literacy How CCSS Structured Literacy The Core Components of Comprehensive Literacy Instruction Reading Wheel (2010) (IDA) (2009) (2015) Phonemic Phonemic Foundational Skills Phonology Awareness Awareness (PA) Phonics/ Foundational Skills Sound-Symbols Phonics Spelling (Phonics) Syllable Instruction Syntax (in lieu of Foundational Fluency Syntax Fluency) Skills/Language Vocabulary and Language/ Morphology Vocabulary Morphology Foundational Skills Semantics Reading Literature Comprehension and Informational Comprehension Written Semantics Text Expression Writing Speaking and All instruction is Oral Language Listening based on rich OL www.literacyhow.com© Literacy How, 2018

The Reading Universe™ Understanding the Big Picture: A Professional Development Guide to Illustrate the Universe of Skills for a Structured Approach to Early Literacy Instruction

> > > > ON-GOING ASSESSMENT: Universal Screening, Benchmark, Diagnostic, Progress Monitoring, Formative and Summative > > > > Simple View of Reading* DECODING X LANGUAGE = COMPREHENSION

PHONOLOGICAL CONCEPTS of PRINT PHONICS FLUENCY ORAL LANGUAGE VOCABULARY COMPREHENSION 1. Phonemic Awareness

AWARENESS

Understanding the systematic, Understanding that written language Having the ability to recognize and The ability to recognize and Comprehension is the goal of predictable relationship between Reading with accuracy, The ability to produce words, represents meaningful oral language manipulate the units of sound in understand the meaning of oral reading. It is the active and written letters and spoken sounds reasonable rate, and appropriate sentences, and meaningful and that books and print have structure language (without print) prepares a and written words is pivotal in purposeful pursuit of ensures that students can decode real expression predicts that a discussion provides a strong ensures students understand how print student to map speech sounds to becoming a fluent reader and to and regularly spelled nonsense student is comprehending. foundation for reading. understanding the author's works. letter sounds in printed words. comprehend text. words. message.

Articulation Phonemic awareness is an awareness of and Basic Book Parts begins when children start Alphabetic Principle Accuracy Phonological Expression Levels of Understanding cover, title, illustration, author, speaking and pronunciation letter name/letter sound percentage of words read proper verbal production of words literal, structural, inferential illustrator, table of contents, etc. improves as direct instruction of association correctly phonological skills are taught the ability to manipulate the individual sounds

Beginning Phonics vc and cvc words, consonant Strategies and Products of Directionality Syllables digraphs and trigraphs, double Rate Knowledge of Words Understanding Text (phonemes) in spoken words. front and back, top to bottom, left blend, segment, isolate, consonant endings, blends, number of words read access prior knowledge, develop word consciousness, and cognitive tools used to derive to right, return sweep manipulate (delete & add) 1-1-1 doubling rule, inflectional correctly explicitly teach new words multiple dimensions of meaning suffixes, change y to i, 2-syllable from text words with short vowels Expression Advanced Phonics schwa, long vowel spelling Expression Tracking Onset and Rime patterns, vowel-r, diphthongs, phrasing, intonation, Morphology pointing to words as they are being blend, segment, recognize Types and Structures of Text hard and soft c and g, acknowledgment of the meanings and origins of base words (free morphemes), roots read aloud or reading rhyming words, produce rhyming literary and informational text consonant-le (C-le), silent punctuation, and (bound morphemes) and affixes independently words consonant letters, dropping e to appropriate emphasis All students benefit from explicit instruction in add vowel suffix, affixes

Text Features Irregularly Spelled High words as units, letters in words; Frequency Words Phonemes sentences as strings of words w/ Irregularly spelled HF words phonemic awareness, segmenting and blending isolate, identify, categorize, capital letter and ending are taught in a usage Syntax blend, segment, punctuation; first and last word in sequence while regularly the system of rules governing word order in sentences manipulate (delete, add, sentence, on page, in book; spelled HF words are taught substitute) headings, sub-headings, captions, in the phonics scope and the sounds in words. etc. sequence.

Pragmatics edited 3.20.17 use of language in social context

WRITING

> > > >

> > > > > > > > > STRUCTURED LITERACY INSTRUCTION: Sequential, Systematic, Explicit, To Mastery, and Cumulative © Literacy How, 2018 < < < < < < < < < < < © Literacy How, 2018

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Phonological Awareness develops sequentially, so we begin where the student is in that progression.

Sound Articulation The Alphabetic Principle

• Chinese writing (logographic) vs. alphabetic writing • Should be clear and precise • We don’t write words! We write sequences of • Consonants should be pure sounds without phonemes in spoken words. an added vowel or /uh/ • Poor access to the phonemes makes reading Practice: Segment the sounds in crest alphabetic languages very difficult. • Phoneme skills are needed for BOTH sounding out new words AND remembering the words we read. /k/ /r/ /e/ /s/ /t/ c r e s t • Orthographic processing involves unlocking language from vision which is ALSO needed to read words.

/kuh//ruh//e//suh//tuh/ = cŭ rŭ esŭ tŭ David Kilpatrick, 2018 © Literacy How, 2018 © Literacy How, 2018

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Grapheme = Letter(s) 2. Phonics • symbols of the writing system

• one or more letters that represent one Phonics is the study and use of sound/spelling correspondences and speech sound or phoneme syllable patterns to help students read • categorized as consonants written words. and vowels

Myth: Phonics Reality The English language is so irregular and inconsistent in its spellings, it is Within syllables, vowel spellings unnecessary to teach children the letter- conform with seven vowel patterns sound correspondences that form the (Henry, 1993; Chaney & Cohen, 1999). basis of phonics instruction - and it is a Five of those vowel syllable patterns waste of time to teach the rules of the effectively predict vowels in about 85% language. of English words (May, 1998).

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Teaching Phonics or “The Orthographic Mapping Code” • Reading or “Decoding” is applying sound- The process readers use to store written words symbol associations and blending sounds for immediate, effortless retrieval. It is the together. means by which readers turn unfamiliar written • Begin with VC words (most transparent pattern) words into familiar, instantaneously accessible • Spelling or “Encoding” is segmenting words by sight words. sounds and applying sound-symbol correspondences (upper levels apply spelling This explains how readers build a sight patterns and rules). vocabulary. • Reading and spelling are reciprocal skills. David A. Kilpatrick, 2015

What is a Sight Word

• A word that is recognized instantly regardless of whether or not it is phonetically regular or irregular. It is known as a familiar word rather than an unfamiliar word. • An unfamiliar ’sight word’ is one that children either try to sound out or guess. • A sight vocabulary is a pool of words that an individual can instantly and effortlessly recognize.

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The Six Syllable Patterns Syllable Instruction Syllable type Pattern Vowel sound Examples Closed VC, Short vowel at, Ed, it, on, up; cap, bit, pet, tot, cut • Concept of a syllable – one vowel sound CVC Open CV Long vowel be, I, my • Six basic syllable types Silent e VCe Long vowel cape, bite, Pete, tote, cute • Key to determining the sound of the vowel in Vowel teams VV Long vowel • Talker rain, boat, free each syllable Vowel sound is neither long pattern boil, boy; out, down • Syllable division rules support multisyllabic • Whiner nor short but a different pattern sound called a diphthong reading accuracy and automaticity. R-controlled Vr Vowel sound is neither long far, for, her, fir, fur nor short but is influenced by r that follows the vowel letter C-le candle, table, gurgle © Literacy How, 2018 Consonant-le Vowel sound is schwa 70

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3. Vocabulary

Vocabulary refers to the body of words and their meanings that students must understand to comprehend text.

Comprehension Depends Principles of Effective on Knowing Word Meanings Vocabulary Instruction

• Present word(s) using child-friendly definitions. • Vocabulary knowledge is strongly related to overall • Draw attention to orthographic (spelling) and reading comprehension. phonological (sound) representation. • If a word is decoded and pronounced but the meaning is • not recognized, comprehension will be impaired. Engage students in repeated use of word(s) in different contexts. • Knowledge of a word’s meaning also facilitates accurate • word recognition. Teach words in categories. • Make the word meaning visual.

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Brick and Mortar Words Brick Words (Dutro and Moran, 2003) Content&(Brick)&Words& Multiple(Meaning( Morphological(Elements( Word(Networks( Specialized Academic General Academic (Polysemy)(( Vocabulary: Bricks Vocabulary: Mortar bat((animal,(action,(sport( bat/bats( bat,(mammal,(habitat,(sonar3( equipment)( ( ( (

Content Specific/ Utility words to hold ( season((time(of(year,( seasons,&seasoning,( season,(climate,(weather,( Technological Words bricks together flavoring(for(food)( seasoned,(season( environment,(temperature,( ( ( geography( ( bat,&as(part(of(common( (seasonal&(8al),(batty&(8y),( ( democracy, mammal, evidence, nevertheless, phrases(or(idioms((e.g.,(bat! unlock&(un8),&reread&(re8),( ( numerator your!eyes,(go!to!bat!for! bluest&(8est)6( ( consequently, dependent someone)& & ( & evaporate,&8s,&8ed,&8ion&for( ( blue((a(color,(a(feeling(of( evaporates,(evaporated,(and( evaporation,(liquid,(gas,( dejection)(and(as(part(of(a( evaporation( atmosphere,(moisture( common(phrase(or(idiom( (e.g.,(out!of!the!blue,(meaning( suddenly)( ( © Literacy How, 2018 © Literacy How, 2018

English Orthography: 3 layers 4. Morphology morphe = form -logy = to study Morphology: The study of meaningful units of language and how those units are combined Meaning Layer: Spelling relates letters and letter patterns to units of meaning. in words Morpheme: A morpheme is the smallest Pattern Layer: Letters combine to form patterns within syllables, and there are also meaningful unit or form in a language. patterns that occur where syllables meet within a word. Alphabetic Layer: Letters can be matched The goal of morphology instruction is to improve to sounds and written in left-to right sequence. word identification, spelling, and vocabulary.

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Structural Clues: Layers of Language Characteristics of Words According to Language of Origin Unlocking Literacy, Language of Origin Features of Words Examples Marcia Henry GREEK Anglo-Saxon short, 1-syllable; common sky, earth, moon, sun, (Old English) words; irregular spellings water, sheep, dog, hen, Specialized words, horse, cow, fish used mostly in science, Norman French soft c and g; special amuse, cousin, cuisine, though some, like endings; words for food, country, peace, triage, photograph, are common fashion rouge, baguette, unique ROMANCE Latin / Romance multi-syllable words with firmament, terrestrial, Technical, sophisticated words used prefixes, roots, suffixes; solar, stellar, equine, primarily in more formal settings such content words aquarium, mammal as literature and textbooks Greek combinations of forms; hypnosis, agnostic, ANGLO-SAXON science and math neuropsychology, Common, short, everyday, down-to-earth words used terminology decathlon, chemistry frequently in ordinary situations and found in school primers Louisa Moats, 2008

5. Fluency Reality • Reading fluency refers to reading Good readers read every word and can recognize a word both in and out of context. text with sufficient speed, accuracy • Fluent readers decode every word and expression to support automatically and monitor comprehension. comprehension. • Unskilled readers with weak decoding skills Myth: Fluent readers skim words as over-rely on context. they read, predicting what will come next based on the context of the passage.

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Fluency is the bridge between the ability to identify words and the ability What It Takes to Be a Fluent Reader to comprehend text. Fluency • Accuracy (know the spelling patterns) • Automaticity (recognize and apply the Automaticity patterns in words instantly – i.e., less than one second) • Phrasing (group the words in grammatical entities – i.e., elaborated noun phrases,

prepositional phrases, verb + adverb phrases) Richer Vocabulary Accuracy Practice Prosody • Intonation (read it as though you’re telling

Identifying Constructing someone a story or conveying information) Words Meaning A gigantic oak tree in my back yard was covered Adapted from Pikulski & Chard (2005) Vocabulary Comprehension© Literacy How, 2018 with acorns throughout the fall.

Dyslexia and Fluency Naming Speed = Slow Word Perception

What To Do What Not To Do Develop accurate Promote memorization reading using of sight words. decodable text. Emphasize speed. è Use repeated reading Use the 3 Cueing to develop prosody. System model. Understand that oral Drill and kill. Slow Visual – Verbal Highway reading is difficult for Martha Denckla most students. © Literacy How, 2018-19

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Oral Reading Fluency Norms Double Deficit Hypothesis • Deficit in phonemic awareness • Deficit in automatic retrieval of sounds and words, called rapid automatic naming Maryanne Wolf

Syntax is the bridge between word reading fluency 6. Syntax and text comprehension. Phrasing and • Sentence structure: words, phrases and Prosody clauses (independent and dependent) • The set of principles that dictate the sequence and function of words in a sentence in order to convey meaning • Includes grammar, sentence variation, and mechanics of language Word Reading Syntax and Text Fluency Grammar Comprehension “If a reader can not derive meaning from individual Accuracy and Constructing sentences that make up a text, that is going to be a Automaticity Meaning major obstacle in text-level comprehension.” Vocabulary © Literacy How, 2018 Comprehension © Literacy How, 2018 Scott, 2009

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8 Grammatical Building Blocks

Nouns 7. Text Comprehension Adjectives Prepositions Adverbs

Pronouns Text comprehension, the ability to make Verbs Interjections Conjunctions meaning, is the ultimate goal of reading. It • Each “block” serves a specific, meaning-based requires specific skills and strategies, function. vocabulary, background knowledge and • Together, they provide the basis for all of the verbal reasoning skills (Hollis Scarborough’s syntactic structures in English. Braid).

Skilled Comprehenders … 8. Written Expression: A Complex Process Writing requires the simultaneous and sequential integration of • understand words and integrate their meaning into a many subprocesses: mental model of the text (Perfetti, Stafura, and Adolf, • Lower-level skills 2013). • Handwriting (gross and fine motor) • attend to the content, shift their attention to what is • Spelling important, connect what they are reading to related content from text or background … striving for • Higher-level (language and higher order cognition) coherence (Beck & McKeown, 2006) • Sentence structure • Text structure (narrative vs. expository) • use their knowledge of the subject to facilitate comprehension. • Ideation • Vocabulary • observe a comprehension process rather than a • Executive Functions (i.e., attention, organization, working product. Literacy How, Inc. 2010 © Literacy How, 2018 memory, self-monitoring)© Literacy How, 2018

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Technology: The Great Equalizer

• CAST is an educational research & Reading development organization that works to expand learning opportunities for all Process individuals through Universal Design for Supports Learning (UDL). www.cast.org • Electronic Text • Bookshare provides a free library of over 475,000 titles (www.bookshare.org) • Text to Speech • Learning Ally (Reading for the Blind and • Scan to Dyslexia) provides audiobooks and Read/OCR textbooks to students with LD (www.learningally.org) • http://readeasy.si.edu/

Building a Biliterate Brain

• The future of the reading circuit will require the limits and possibilities of the literacy- based circuit and the digital-based ones. • Young readers need to be expert, flexible How do we teach teachers the core ‘code switchers’ between print and digital components of comprehensive literacy? mediums. • Children should learn the rules, One teacher at a time …. characteristics, and purposes of each medium. Through embedded PD Maryanne Wolf, Reader Come Home

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Professional Development Outcomes Expert Teaching is the Treatment PROFESSIONAL DEVELOPMENT ELEMENTS KNOWLEDGE LEVEL SKILL ATTAINMENT TRANSFER TO PRACTICE One of the most important conclusions from (Estimate percentage (Estimate percentage of (Estimate percentage of of participants participants demonstrating participants regularly research is that for children with learning problems, understanding content) proficiency in the instructional implementing instructional practices) practices in the classroom) learning is hard work. A corollary to this finding is that for their teachers, instruction is very hard work Theory (e.g., presenter explains 10% 5% 0% content—what it is, why it is important and how to teach it) and requires an enormous amount of training and support. Children who have difficulty learning to read Demonstration (e.g., 30% 20% 0% presenter models instructional practices) or completing mathematics problems will likely not benefit from more of the same but require an Practice (e.g., participants 60% 60% 5% implement instructional practices alternative method of teaching to assist their during the session() learning. Coaching (e.g., participants 95% receive ongoing support and 95% 99% guidance when they return to the classroom) Semrud-Clikeman, 2005

Bruce Joyce and Beverly Showers. © Literacy How, 2018 Student Achievement through Staff Development (3rd ed: 2002. © Literacy How, 2018

References Thank You! • Fletcher, Jack. Dyslexia Presentation, CDE, 2017. [email protected] • Hasbrouck and Tindal. Oral Reading Fluency Norms, 2017 • IDA Fact Sheets, www.dyslexiaida.org Visit our website: www.literacyhow.com • Kilpatrick, David. Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, 2015 • Kilpatrick, David. Equipped for Reading Success, 2017 • Moats and Dakin. Basic Facts About Dyslexia, 2008 • Seidenberg, Mark. Language at the Speed of Sight, 2017 • Spear-Swerling, Louise. The Power of RTI and Reading Profiles, 2015 • Wolf, Maryanne. Tales of Literacy for the 21st Century, 2016 Follow us on Twitter & Facebook. • Wolf, Maryanne. Reader Come Home, 2018 Sign up for our newsletter.

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RC D

Birth - K 1 2 3 4 5 6 7 8 Source: Neuman, Susan B. and Dickinson, David K., “Handbook of Early Literacy Research” Adapted from the work of Hollis Scarborough, 2001